What are Action Learning Labs?
Action Learning Labs. Modeled after MIT Sloan's Action Learning methodology, students participate in three labs, where, with instructor guidance and support, they apply classroom learnings and engaging to real-life projects, deep dives into current topics that provoke imagination, ignite passion, and improve their lives and the lives of others – in their communities and across the world. These include:
We start with a question, an idea, or a technology. And to make the experience as rich as possible, we aim for big questions, stimulating ideas, and unexplored technologies that can lead students in many productive directions – within and across labs.
Students tackle projects that explore the convergence of scientific and artistic creativity. They are also encouraged to collaborate across disciplines. Action Learning Labs help students grow as creators, critical thinkers, and entrepreneurs – and prepare them to excel in higher education and careers in high-growth fields.
- The Engineering Lab, a "maker space" where students leverage science and technology to engineer solutions that lead to better lives for our citizens and society
- The Life Sciences Lab, where students tackle exciting projects at the forefront of science, including biological engineering, new media medicine, wireless health, genetics, bio-design, brain and cognitive sciences, and computational biology
- The Computing / New Technologies Lab, where students get immersed in the exciting world of computing – and explore how new technologies will shape our world (e.g. cloud computing, internet of things, data science, virtual/augmented reality, machine learning, cybersecurity)
We start with a question, an idea, or a technology. And to make the experience as rich as possible, we aim for big questions, stimulating ideas, and unexplored technologies that can lead students in many productive directions – within and across labs.
Students tackle projects that explore the convergence of scientific and artistic creativity. They are also encouraged to collaborate across disciplines. Action Learning Labs help students grow as creators, critical thinkers, and entrepreneurs – and prepare them to excel in higher education and careers in high-growth fields.
Think:
Student are initially exposed to a field through a combination of crash courses, dealing with basic content, terminology, and skills, such as how to program Arduinos, how to edit a video, the basics of recombinant DNA,etc.; and then apply these skills to a structured project, such as creating glow-in-the-dark bacteria or a cool longboard.
Act:
Students, working in teams, are given a novel problem with a real client, working remotely at first, then on-site for a 2-week period.
See video examples of such problems at https://vimeo.com/nuvu or Design Squad. Problems could even be for historical clients.
Examples of clients:
Reflect:
Students engage in formal periods of reflection throughout the class and during their client-related work. They also benefit from informal
opportunities for reflection within their teams. Reflection is seen not only as a process for reviewing past actions and decisions, but also as an ongoing assessment method of reflective practice, in which students learn in a variety of ways: in anticipation of the client project; in the moment while working on the project; and in retrospect after the project has concluded. Reflections could be done in writing, through video( to reach a wider audience), or a combination.
Student are initially exposed to a field through a combination of crash courses, dealing with basic content, terminology, and skills, such as how to program Arduinos, how to edit a video, the basics of recombinant DNA,etc.; and then apply these skills to a structured project, such as creating glow-in-the-dark bacteria or a cool longboard.
Act:
Students, working in teams, are given a novel problem with a real client, working remotely at first, then on-site for a 2-week period.
See video examples of such problems at https://vimeo.com/nuvu or Design Squad. Problems could even be for historical clients.
Examples of clients:
- A golfer who wants to improve his swing
- An artist who wishes to express their personal story
- A football coach concerned about traumatic brain injury(TBE) in his players
- An elderly woman who needs a better walker or assist device
- A violin student wanting to improve her bowing technique
Reflect:
Students engage in formal periods of reflection throughout the class and during their client-related work. They also benefit from informal
opportunities for reflection within their teams. Reflection is seen not only as a process for reviewing past actions and decisions, but also as an ongoing assessment method of reflective practice, in which students learn in a variety of ways: in anticipation of the client project; in the moment while working on the project; and in retrospect after the project has concluded. Reflections could be done in writing, through video( to reach a wider audience), or a combination.
Links on Action Learning Model:
Skill Rotation:
Project Framing:
- Because many skills( coding, video, user interviews, mechanical fabrication) will be used on multiple projects, the intent is that, for a given student, skill primary responsibility would rotate from project to project, to enable each student to develop proficiency in multiple skills.
Project Framing:
- Because a given project/problem might require certain skills or knowledge beyond what is feasible for grades 6-12, the instructor working with the students might constrain the portion of the project for which the student is responsible, and bring into the team consultants, such as university students or professionals, to assist with certain portions of a project, at the same time helping to make real-world connections.